Pttils Level 4: Understanding the Use of Different Assessment Methods and the Need for Record Keeping.
Assignment 2, Section 5, PTLLS course December 2010.
Understanding the use of different Assessment methods and the need for record keeping,
(functional skills, assessment and evaluation)
Introduction: The author is a trainer in the food industry and will refer to themselves throughout this assignment as the author or the trainer.
P5. Giving Feedback
Is an essential part of the assessment cycle, feedback shows both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behaviour and actions.
Scales (2008 p195) states,
“Feedback is an essential element in effecting communication between teachers and learners”.
Feedback is a two way process and needs to be positive. It can be delivered verbally, written or electronically. It should be delivered descriptively with consideration, be positive and constructive, specifically targeted at the learners areas of development and be motivating. Feedback assessment with just statements, of “Well done” or “Good” is not really constructive or helpful and may not be entirely true, this does not addressing what was good or why for instance.
Scales (2008 p196) states,
“The willingness of learners and teachers to give and receive feedback is at the heart of formative assessment”.
The feedback sandwich is a well trusted and standard model of delivering feed back. The trainer should first ask learners for self assessment followed by trainers positive recognition of achievements and strengths on top. With areas of development or changes needed, in the middle, and finally positive motivation and back to strengths underneath. Feedback should be neither too extensive nor brief and if there are many areas of change a learner need to address, a maximum of only 3 should be given initially, so the learner is not overwhelmed. When receiving feed back learners feel venerable, feedbacks emotional affect should never be underestimated.
Scales (2008
Understanding the use of different Assessment methods and the need for record keeping,
(functional skills, assessment and evaluation)
Introduction: The author is a trainer in the food industry and will refer to themselves throughout this assignment as the author or the trainer.
P5. Giving Feedback
Is an essential part of the assessment cycle, feedback shows both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behaviour and actions.
Scales (2008 p195) states,
“Feedback is an essential element in effecting communication between teachers and learners”.
Feedback is a two way process and needs to be positive. It can be delivered verbally, written or electronically. It should be delivered descriptively with consideration, be positive and constructive, specifically targeted at the learners areas of development and be motivating. Feedback assessment with just statements, of “Well done” or “Good” is not really constructive or helpful and may not be entirely true, this does not addressing what was good or why for instance.
Scales (2008 p196) states,
“The willingness of learners and teachers to give and receive feedback is at the heart of formative assessment”.
The feedback sandwich is a well trusted and standard model of delivering feed back. The trainer should first ask learners for self assessment followed by trainers positive recognition of achievements and strengths on top. With areas of development or changes needed, in the middle, and finally positive motivation and back to strengths underneath. Feedback should be neither too extensive nor brief and if there are many areas of change a learner need to address, a maximum of only 3 should be given initially, so the learner is not overwhelmed. When receiving feed back learners feel venerable, feedbacks emotional affect should never be underestimated.
Scales (2008
References: http://www.qcda.gov.uk/qualifications/ Functional Skills. The Qualifications and Curriculum Development Agency, (Assessed Dec.14th 2010) Gravells Ann (2008 reprinted 2010 p70) Functional Skills. Preparing to Teach in Lifelong Learning Sector. Learning Matters Ltd. Exeter. (Assessed Dec 14th 2010) http://www.nrdc.org.uk/uploads/documents/doc_3188.pdf/ Embedding Functional Skills. The National Research Centre for Adult Literacy and Numeracy, (Dec 16th 2010) Scales Peter (2008 p195) Giving Feedback. Teaching in the Life Long Learning Sector. Open University Press. Maidenhead. (Assessed Dec 17th 2010) Scales Peter (2008 p196) What is feedback and what is it for. Teaching in the Life Long Learning Sector. Open University Press. Maidenhead. (Assessed Dec 17th 2010) Scales Peter (2008 p197) Guidelines for giving feedback. Teaching in the Life Long Learning Sector. Open University Press. Maidenhead. (Assessed Dec 17th 2010) Gravells Ann ( 2009 p59) Giving feedback Principles and practice of assessment in Life Long Learning Sector. Learning Matters Ltd. Exeter. (Assessed Dec 14th 2010) Gravells (2009: p7) Concepts and principles of assessment. Principles and Practice of Assessment in the Life Long Learning Sector. Learning Matters Ltd. Exeter. (Assessed Dec 16th 2010)